The Effects of Planning Instruction and Self-regulation Training on the Writing Performance of Young Writers with Autism Spectrum Disorders

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The purpose of this investigation was to examine the effects of a planning and self-regulation strategy on the story writing ability of young children with Autism Spectrum Disorders (ASD). In this single-subject study, three children with ASD in second and fourth grades were given an intervention in planning and story writing utilizing the Self-Regulated Strategy Development (SRSD) approach. After receiving the intervention, all three students improved their story writing in terms of length, number of story elements, and holistic quality. The positive effects also transferred to a non-instructed genre of narrative writing. Results suggest that the SRSD approach might be beneficial in improving the writing skills of second and fourth grade students with ASD.The four studies described above suggest that SRSD is a validated approach to
teaching planning and story writing to ... tested whether SRSD could be
integrated into a resource program for three sixth grade students with difficulties
in writing.

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The Effects of Planning Instruction and Self-regulation Training on the Writing Performance of Young Writers with Autism Spectrum Disorders

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ProQuest - 2008

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